How do I write learning objectives and plan assessment for inquiry activities?
In order to focus your lesson planning, you need to start with goals for the activity or sequence of activities you are planning. Gallagher's Chapter 2 described some student investigations and key science skills. When planning an inquiry activity, you will need to make clear what you expect students to be able to do. Review the following resource and answer the question below.
List some learning objectives the inquiry activities you are planning to include in your unit? -- for a unit on Coriolis effect -- inquiry activity - students are given paper plates, as an analogy for earth. The students then roll a marble across a stationary paper plate (the marble goes straight), then next they rotate the paper plate and roll the marble across as it is rotating. (marbles are dipped in finger paint, so they make marks)
objective learning objective to go with inquiry - students will be able to construct a reason for why their marble creates the trail that it does; and given a scenario (example, shoot a rocket at Antarctica, would it hit it if it went in a straight line?)
For the activity the students will be finding out the dimensions of the distance from the sun to the earth and the earth to the moon and
then comparing them. We want them to be able to tell us why they are doing this and what is important from their findings. This will be
#8 science practice, constructing evidence-based explanations. They will be using their findings to explain that the model they used is not to scale and that in order to see a model to scale they need to go outside the classroom because its extremely large.
Describe at least 5 possible ways that you could assess students' understanding of inquiry and science practices in your classes. 1. Given a problem/question/hypothesis, see if they can construct a reasonable experiment to justify their reasoning
2. Students could write about why it is important to come to their own conclusions about scientific phenomenon instead of it being given to them/being lectured
How do I write learning objectives and plan assessment for inquiry activities?
In order to focus your lesson planning, you need to start with goals for the activity or sequence of activities you are planning. Gallagher's Chapter 2 described some student investigations and key science skills. When planning an inquiry activity, you will need to make clear what you expect students to be able to do. Review the following resource and answer the question below.
List some learning objectives the inquiry activities you are planning to include in your unit?
-- for a unit on Coriolis effect --
inquiry activity - students are given paper plates, as an analogy for earth. The students then roll a marble across a stationary paper plate (the marble goes straight), then next they rotate the paper plate and roll the marble across as it is rotating. (marbles are dipped in finger paint, so they make marks)
objective
learning objective to go with inquiry - students will be able to construct a reason for why their marble creates the trail that it does; and given a scenario (example, shoot a rocket at Antarctica, would it hit it if it went in a straight line?)
For the activity the students will be finding out the dimensions of the distance from the sun to the earth and the earth to the moon and
then comparing them. We want them to be able to tell us why they are doing this and what is important from their findings. This will be
#8 science practice, constructing evidence-based explanations. They will be using their findings to explain that the model they used is not to scale and that in order to see a model to scale they need to go outside the classroom because its extremely large.
Describe at least 5 possible ways that you could assess students' understanding of inquiry and science practices in your classes.
1. Given a problem/question/hypothesis, see if they can construct a reasonable experiment to justify their reasoning
2. Students could write about why it is important to come to their own conclusions about scientific phenomenon instead of it being given to them/being lectured